Bearwood Primary School

The school was originally built in 1847. Its’ history is linked with the Walter family of Bearwood House (now Bearwood College). We have a well equipped and resourced building, delightful grounds and a dedicated, knowledgeable and hard working team of staff whose aim is to do the best for your child.

The school has a total of between 290-320 children and caters for children from Foundation Stage (age 3) right through to Year 6 (age 11).

At Bearwood we endeavor to create a curriculum that meets the educational needs and provides holistic learning for all our children.

We have a strong moral purpose with a vision to do the right things for our community, and not to compromise our principles.

We believe that both the school and the home are learning environments and that the two need to work together in harmony. We work hard as a school to create bonds with the parents and to create a shared absolute belief that our children can and will achieve. We consider what values we want for our children now and in their future lives, and as educators, carers and parents. We demonstrate and model these values on a daily basis.

“Raising Aspirations, Raising Standards, Raising Citizens”

Contact information

Bearwood Primary School
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Contact Name
Ms Funmi Alder
Contact Position
Head Teacher
0118 978 4628 0118 978 4628


Bearwood Primary School
Bearwood Road
RG41 5BB
View RG41 5BB on a map

Accessing this service

Type of School
Age Ranges
4 yrs - 11 yrs
Local Offer

Local Offer - Support available for children and young people with additional needs

Contact Name
Miss Kay Clarke - Inclusion Lead
Contact Telephone
0118 9784 628
Contact Email
Local Offer Description

Local Offer last reviewed 27/10/2020

Identification of Special Educational Needs and Disabilities (SEND) 1.1: How does the school identify children/young people with special educational needs and disabilities?

We will use a wide range of information to identify children with special educational needs and disabilities and these will include:

    • Information provided by any previous school / setting
    • National Curriculum expectations
    • Scores from standardised reading, spelling or mathematics tests
    • Other diagnostic assessment scores
    • Year 1 phonics screening check outcomes
    • Analysis of the pupil’s work
    • Observations of the pupil
    • Feedback from discussions with parents, pupil and staff
    • Attendance and behaviour data
    • Information from outside agencies
    • Evidence of the impact of provision already tried

On a daily basis, teachers evaluate their lessons and consider whether individual children are making the expected progress. If teachers have any concerns regarding a child in their class, they discuss these concerns with the child’s parents and with the SENCo.

1.2: What should I do if I think my child has SEND?

If you have concerns about your child we would advise you to contact the class teacher.   The class teacher may recommend a meeting with the SENCo which can be arranged with parents’ permission.

If you continue to have concerns about your child then you can contact the main office to arrange a meeting with the SENCo and/or Head Teacher.

If your child has not yet started at our school, you can contact the main office and arrange a meeting with the SENCo.

Support for children with special educational needs 2.1: If my child is identified as having SEND, who will oversee and plan their education programme?

Class teachers are accountable and responsible for all children in their class which includes those children with SEND. However, there may also be input from the SENCo and other appropriate agencies such as Learning Support Service (LSS), Educational Psychology (EP) and Speech & Language Therapy (SALT).

The SENCo monitors individual plans and meets with class teachers on a termly basis to review SEND provision.

Parents will be involved at all times.

2.2: How will I be informed / consulted about the ways in which my child is being supported?

We will have an early discussion with the pupil and their parents/carers when identifying whether they need special educational provision. These conversations will ensure that everyone develops a good understanding of the pupil's areas of strength and difficulty. We strive to work in partnership with parents as they can provide key information about their child. We will make sure that everyone understands the agreed outcomes sought for the child and what the next steps are. 

During the school year:

  • Parent consultation evenings with class teachers
  • Annual reports
  • Sharing targets through an Individual Support Plan, Strategies Plan, Pastoral / Behaviour Plan and / or Healthcare plan depending on needs
  • Individual Support Plans (ISPs) are reviewed termly with parental and pupil input
  • Reports from outside professionals, if involved
  • Annual Review meetings for children with an EHCP
  • Additional meetings as needed with class teachers and / or Senco
2.3: How will the school balance my child's need for support with developing their independence?

We aim to provide an inclusive education, which includes high quality class teaching with appropriate adaptations, for all children.

The Individual Support Plan (ISP) will detail the additional support your child needs.

Your child will be encouraged to be as independent as possible using a range or strategies and resources which may include:

  • Visual timetables
  • Checklists
  • Practical equipment including access to a laptop / tablet
  • Tasks broken down into small, manageable steps
  • Interventions to develop independent working skills
2.4: How will the school match / differentiate the curriculum for my child's needs?

The curriculum will be differentiated based on each individual child’s need, taking in to account teacher assessments, advice from outside agencies, the need for small group or 1:1 support if needed or specific interventions.

2.5: What teaching strategies does the school use for children with learning difficulties, including autistic spectrum disorder, hearing impairment, visual impairment, speech and language difficulties?

Each child’s strengths and needs are looked at individually to determine the best strategies for them.  The school also follows individual therapy programmes and recommendations from outside agencies including speech & language (SALT), Educational Psychology (EP) and the Learning Support Service (LSS).

Strategies may include:

  • Differentiated activities
  • Visual support including pictures, objects and word mats
  • Visual timetables
  • Social stories
  • Time Out / Safe place
  • First and Then cards – first reading then choosing time
  • Communication cards
  • Individual work stations
  • Sensory / movement breaks
  • Personalised reward systems
  • ICT support
  • Work broken down into small, achievable steps
  • Modelled language
  • Talk / Writing frames
  • Alternative ways of recording work
2.6: What additional staffing does the school provide from its own budget for children with SEND?

Within the constraints of the budget we provide:

  • A SENCo to coordinate provision for SEND and advise teachers / support staff
  • Learning Support Assistants in each year group
  • Learning Support Assistants to support specific focused teaching or interventions where necessary
  • Learning Support Assistants trained to support specific children
  • Nurture Assistant trained LSAs to provide individual and group support
2.7: What specific intervention programmes does the school offer to children with SEND and are these delivered on a one to one basis or in small groups?
Type / TitleIntervention Type
Nurture Group Small group
Nurture Individual Support One to one
Nessy Reading and Spelling One to one
Nessy Reading and Spelling One to one
Speech & Language Therapy (SALT) One to one
Occupational Therapy One to one
Physiotherapy One to one
Touch-typing Small group
2.8: What resources and equipment does the school provide for children with SEND?

This will vary for each child but we will endeavour to provide additional resources as required. Any resources and equipment that a child needs will be considered based on recommendations made by specialist services.

The types of resources might include:

  • Specialist cushions or seats
  • Sloped writing desks
  • Concentration work station
  • Concentration toys (‘fiddle toys’)
  • Specific pens/pencils or grips
  • Ear defenders
  • Theraputty
  • Caring cutlery
  • Social Stories
  • Communication Cards
  • Sensory toys
  • Resources to develop fine and gross motor skills
  • Coloured paper or overlays
  • Use of a laptop / tablet
  • Clicker 8
  • Specialist reading schemes – e.g. Project X, Moondog
  • Occupational Therapy (OT) resources – e.g. balance balls
  • Left-handed scissors
2.9: What special arrangements can be made for my child when taking examinations?

This will depend on the child’s identified needs and the current DfE guidelines.  Any additional support for SEND children during SATs is regulated by the Standards and Testing Agency.

This may include access to:

  • Additional time
  • A scribe
  • Readers
  • Prompts
  • Adapted papers
  • Quiet areas
  • Movement breaks
My child's progress 3.1: How will the school monitor my child's progress and how will I be involved in this?

The school regularly monitors the progress of all children, including those with SEND. This is carried out in a number of ways:

  • On-going Teacher Assessments - as part of Quality First Teaching, teachers continually assess children and amend their teaching where necessary to either support or extend the children
  • Pupil Progress Meetings - these are held once a term with the class teacher, Senior Leadership team and SENCo
  • Standardised tests that give standardised scores and comparative ages
  • ISP (individual support plan) Meetings and parents’ evenings – a chance to give input from home experiences
  • Aspects of progress will be discussed with parents where appropriate.
3.2: When my child's progress is being reviewed, how will new targets be set and how will I be involved?

Individual Support Plans (ISPs) are reviewed termly by class teachers, with input from the pupil, parents and SENCo.  New targets are set based on how much progress has been made and on any recommendations from outside agencies such as Learning Support Service (LSS) and Speech & Language Therapy (SALT).

If your child has an Education Health Care Plan (EHCP) you will also be invited to be a part of the Annual Review, alongside other professionals who are involved with supporting your child. 

3.3: ln addition to the school's normal reporting arrangements, what opportunities will there be for me to discuss my child's progress with school staff?
  • ISP review meetings
  • Annual Review meetings for children with an Education Health Care Plan (EHCP)
  • Parents / carers can request a meeting with the class teacher and / or Senco at a mutually convenient time.
3.4: What arrangements does the school have for regular home to school contact?
  • General information is available on the school website and weekly newsletter
  • Home-school communication books are used as appropriate for some children
  • The SENCo can be contacted by email, either directly or via the school office
  • Class teachers can be contacted by email via the school office.
  • It may be possible to speak to class teachers briefly before or after school in the playground
  • Meetings can be arranged with the class teacher and / or Senco to discuss any concerns about a child

*It may not be possible to have face-to-face meetings during the current Covid-19 pandemic but alternative arrangements such as phone calls or Teams meetings will be put in place as appropriate.

3.5: How can I help support my child's learning?

The following support you can offer your child has significant impact on their progress:

  • Ensure that your child has enough sleep and is ready for learning
  • Ensure punctual, regular attendance 
  • Tell us about any issues from home that might impact your child’s learning. 
  • Listen to them read every day
  • Read stories to your child
  • Help your child to learn their times tables
  • Support home learning activities including online learning such as Mathletics, Times Tables Rock Stars and Accelerated Reading
  • Support your child with their personal Individual Support Plan targets
  • Follow any programmes set by external agencies – e.g. speech & language therapy, occupational therapy, physiotherapy
  • Talk to your child about things they are doing at school and about what is happening in the world around them
3.6: Does the school offer any help for parents / carers to enable them to support their child's learning, eg. training or learning events?

The school runs regular curriculum evenings throughout the year for specific subjects where ways to support your child are demonstrated. 

Where necessary, transition meetings will be held to ensure the smooth transition to a new year group or new school

School is also able to signpost parents to support from a range of other agencies.

3.7: How will my child's views be sought about the help they are getting and the progress they are making?

The views of the child are considered wherever possible. They are involved in the target setting and review of their ISP and if they have an EHCP, they will be invited to attend and contribute to the Annual Review process. 

Children with SEND may also have a one page pupil profile which will be written and updated with the child to give a clear picture of their strengths and areas of need.

3.8: What accredited and non accredited courses do you offer for young people with SEND?


3.9: How does the school assess the overall effectiveness of its SEN provision and how can parents / carers and young people take part in this evaluation?

The school regularly assesses the effectiveness of its provision as part of a graduated approach. This is done in a number of ways including

  • Monitoring progress using Teacher Assessments and standardised scores - this is done as part of Pupil Progress Meetings
  • Outside agencies such as Speech and Language Therapy, Educational Psychology, Learning Support Service and Foundry College Outreach, review objectives set and progress made towards these
  • Class teachers, supported by the SENCo or Senior Leadership team, evaluate the impact of teaching strategies
  • The SENCo monitors the impact of interventions
  • The SENCo meets with teachers on a termly basis to evaluate SEND provision and outcomes
  • Annual Reviews for children with an Education Health and Care Plan (EHCP) – pupil and parents’ views are obtained as part of the review process
  • Discussion with children, as appropriate, and parents.
  • Children are aware of own learning targets and next steps
Support for my child's overall well being 4.1: What support is available to promote the emotional and social development of children with SEND?

We provide support for pupils to improve their emotional and social development in the following ways:

  • We have many strategies which are part of our curriculum and they are embedded in our everyday classroom practice and school ethos. These include PSHE, Gerald Awards (for Growth Mindset) and various praise and reward systems
  • A weekly assembly where academic and personal successes are celebrated with the whole school
  • We have a zero tolerance approach to bullying and enable both parents and children to report incidents quickly

Extra support for individuals who need a more personalised approach includes:

  • Nurture group session to learn social skills
  • Individual nurture sessions
  • Social Stories
  • 1:1 time with a trusted adult
  • School can refer children to CAMHS (children & adolescent mental health services)
4.2: What support does the school put in place for children who find it difficult to conform to normal behavioural expectations and how do you support children to avoid exclusion?

We aim to work closely with parents / carers to support a child who is struggling to conform to normal behavioural expectations and will arrange regular meetings to monitor progress.

At all times we have clear, high and consistent expectations of behaviour.

For children at risk of exclusion we may provide:

  • Nurture / ELSA sessions 
  • Pastoral Support Plans
  • Individual Behaviour Plans
  • Personalised behaviour reward charts
  • A time out / ‘safe space’ to calm down
  • Movement or sensory breaks
  • A referral, with parental permission, to Foundry College Outreach or CAMHS for support and advice
4.3: What medical support is available in the school for children with SEND?

We have members of staff including teachers, Learning Support Assistants and Lunchtime supervisors who have undertaken first aid training. All staff adhere to the First Aid Policy.

The school nurse team has also provided

  • Allergies and EpiPen / Jext Pen training
  • Asthma / Inhaler training
  • Diabetes training

Staff undertake any training needed for specific medical needs

There is also a life-saving defibrillator in school.

4.4: How does the school manage the administration of medicines?

We only administer prescription medication and parents must fill in a form in the office outlining the dosage and correct use. Any medicines are kept securely at school.

Inhalers are kept in classrooms and EpiPens / Jext Pens are stored in a secure area. These and other medicines are regularly checked to ensure they are in date.

All staff adhere to the Supporting Children with Medical Conditions Policy.

4.5: How does the school provide help with personal care where this is needed, eg. help with toileting, eating etc?

We have a disabled toilet which is also a wet room. If needed, we provide personal care and follow our Intimate Care Policy, usually having a 2:1 ratio. 

Individuals may be provided with Caring Cutlery and extra time / supervision when eating if appropriate.

Specialist services and expertise available at or accessed by the school 5.1: What SEN support services does the school use, eg. specialist support teachers, educational psychologists, teachers for hearing impairment and visual impairment, ASD advisory teachers, behaviour support teachers etc?
  • Educational Psychologists (EP)- offer advice and carry out assessments.
  • Learning Support Service (LSS) - assess children and offer advice / training to staff
  • Speech and Language Therapists (SALT) - carry out assessments, devise therapy plans and train staff
  • Children and Adolescent Mental Health Services (CAMHS)
  • Behaviour Support teachers (Foundry College Outreach)
  • Occupational Therapists
  • Physiotherapists
  • Addington Outreach – advice regarding children with EHCPs
  • School Nurse Team
  • SENDIASS – parental support
5.2: What should I do if I think my child needs support from one of these services?

Speak to the SENCo who will advise next steps and make referrals as necessary. You can also seek advice from your GP.

5.3: How are speech and language therapy, occupational therapy and physiotherapy services provided?
  • Therapists come into school to assess a child and review progress
  • Detailed therapy plans are provided to school and parents
  • Therapy plans are carried out in school by school staff. Advice and staff training are provided as required
  • Parents / carers are encouraged and supported to work on therapy targets at home with their child
5.4: What should I do if I think my child needs to be seen by a speech and language therapist, occupational therapist or physiotherapist?
  • Contact the SENCo who can offer advice and if appropriate arrange a referral
  • You can also see your GP to request a referral to occupational therapy and physiotherapy


5.5: What arrangements does the school have for liaison with Children's Social Care services?

The Head teacher is the designated officer for Child Protection and the Designated Safeguarding Lead. The school has access to Children's Social Care services and can make a referral at the request of parents or if an issue is identified to us. 

Training of school staff in SEND 6.1: What SEND training is provided for teachers in your school?
  • Training is provided depending on current and future needs.
  • Staff INSET and staff meeting SEND input as required
  • The EP / SALT and LSS services can provide training to specific staff or the whole school as required
  • SENCo attends local SEND network meetings / training and cascades information to staff


6.2: What SEND training is provided for teaching assistants and other staff in your school?
  • Learning Support Assistants are given opportunities to attend courses and access online training to further develop their knowledge and understanding of areas of SEN.
  • SALT and OT regularly train LSAs to deliver therapy plans to specific children
  • The SENCo trains LSAs to deliver particular interventions
  • LSAs support each other so they benefit from each other’s knowledge and skills
6.3: Do teachers have any specific qualifications in SEND?
  • Our SENCo has successfully completed postgraduate training in SEN and has achieved the National Award in SEN Coordination
  • Class teachers are experienced in working with a range of SEND pupils
6.4: Do teaching assistants have any specific qualifications in SEND?
  • One LSA is a trained Nurture Assistant
  • More LSAs are currently being trained as Nurture Assistants
  • Many LSAs attend SEND courses
  • LSAs are experienced in working with a range of SEND pupils


Activities outside the classroom including school trips 7.1: How do you ensure children with SEND can be included in out of school activities and trips?

All children are included in out of school activities and trips in discussions with parents and risk assessments undertaken in line with the Local Authority guidelines.

 Parents may be invited to accompany their child if necessary or 1:1 support may be provided depending on the level of need. Staff undertake a preparatory visit to ensure the risk assessment is appropriate and staff ensure that venues are fully informed of any additional support that may be required.

7.2: How do you involve parents / carers in planning the support required for their child to access activities and trips?

As part of our preparations for activities and trips we will discuss the support needed for an individual child with their parents / carers. We will also inform parents of the advice given by the place to be visited in terms of their facilities and accessibility.

Accessibility of the school environment 8.1: How accessible is the building for children with mobility difficulties / wheelchair users?

The school has relevant access points and ramps throughout.

8.2: Have adaptations / improvements been made to the auditory and visual environment?

Adaptations are made to suit individual needs as required and as advised by outside agencies / specialists.  

8.3: Are there accessible changing and toilet facilities?

We have a disabled toilet which is also a wet room with shower. 

8.4: How do you ensure that all the school's facilities can be accessed by children with SEND?

The school ensures that reasonable adjustments are made to ensure that the school is accessible to all children and that these adjustments are reviewed and amended as necessary. 

8.5: How does the school communicate with parents / carers who have a disability?

The school aims to communicate with parents / carers who have a disability in the most effective way for each individual.

8.6: How does the school communicate with parents / carers whose first language is not English?

We encourage parents to bring an advocate (trusted representative) who is able to offer translation services. We can access translation services via the local authority.

Preparing my child to join the school or to transfer to a new school or the next stage of education and life 9.1: What preparation will there be for both the school and my child before he or she joins the school?

Where possible, and depending on individual needs we may offer:

  • Foundation Stage – staff visit children with SEND in their nursery / pre-school setting and/or arrange home visits or home phonecalls
  • Planned transition visits to the school
  • Contact with the previous school’s SENCo to discuss needs and appropriate support
  • Meetings with parents / carers to discuss needs and strategies
  • A photo booklet or Social Story to help familiarise the child with the school and staff
9.2: How will my child be prepared to move on to the next stage within school, e.g. class or key stage?
  • Transition meetings to share information between the current and new teacher
  • SEN handover documents, listing the child’s strengths, needs and effective strategies
  • Visits to their new classroom to spend some time with their new teacher
  • A transition booklet / Social Story to take home which includes photographs of the new classroom and staff, explanations of new routines and a welcome to the child
  • Some children may be invited to an extra transition day before the beginning of term in September
9.3: How will my child be prepared to move on to his or her next school?
  • Extra transition visits to secondary schools
  • LSAs may accompany a child on a transition visit
  • Secondary school colleagues invited to school to meet the child and observe them in their current setting, particularly for those with an EHCP
  • Foundry College Outreach support for some individuals who need extra help with transition
9.4: How will you support a new school to prepare for my child?
  • Staff at the new school invited to visit the child in the current setting
  • Y6 staff meet with secondary school staff to pass on information and share good practice and strategies
  • Our SENCo will work closely with the receiving school’s SENCo to ensure there is a smooth transition
  • All relevant SEND information will be passed onto the new school
  • Preparations for transition for those children with an EHCP will begin at the Y5 Annual Review meeting
9.5: What information will be provided to my child's new school?

All SEN records will be passed onto the next school.

This may include:

  • EHCP documents and Annual Review paperwork
  • Any diagnostic assessments
  • Individual Support Plans (ISPs) and information on successful interventions and strategies
  • Relevant paperwork / reports from any external agencies such as SALT, EP, OT, physiotherapists, Learning Support Service
  • Pupil Profiles
  • Assessment records
9.6: How will the school prepare my child for the transition to further education or employment?


Who can I contact to discuss my child ? 10.1: Who would be my first point of contact if I want to discuss something about my child or if I am worried?

We would encourage you to firstly speak to your child's Class teacher. You can also speak to the SENCo or Head Teacher.

10.2: Does the school offer any specific support for parents / carers and families (such as Family Support Workers?)


10.3: What arrangements does the school have for signposting parents / carers to external agencies which can offer support, such as voluntary agencies?

We try to keep up to date contacts for agencies and we are always happy to help parents/carers find support groups as needed. We have leaflets for SENDIASS in the main office and send out the CAN Newsletter to parents of children with SEND.

10.4: What arrangements does the school have for feedback from parents, including compliments and complaints?

Parents are encouraged to speak to the class teacher in the first instance and can also email or make an appointment to see the Senco.

Parents can email or phone the school office and feedback will be passed on to the relevant person.

School Admissions and Policy Documents

11.1: School admission arrangements for children with special educational needs and disabilities

School Admission Link
Bearwood Admissions Policy

11.2: School Accessibility Plan

Accessibility Plan Link
Bearwood Accessibility Policy
Accessibility Plan Document
Bearwood Accessibility Policy

11.3: Special Education Needs Policy

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